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Thoughts on Thinking: Engaging Novice Music Students in Metacognition

Bathgate, M and Sims-Knight, J and Schunn, C (2012) Thoughts on Thinking: Engaging Novice Music Students in Metacognition. Applied Cognitive Psychology, 26 (3). 403 - 409. ISSN 0888-4080

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Achieving expertise in any area requires extensive practice and engagement with the subject one desires to master. As not all practice yields good progress, methods must be found that lead learners to practice effectively. Many experts employ highly tailored practice involving metacognitive processes, but novices rarely engage in frequent and explicit metacognitive strategies during practice. As a result, novice progress may be impeded through repetition of systematic errors and ineffective techniques. Our study provides evidence of the effectiveness of teaching metacognition to novice music students through weekly lessons. Thirty-five adolescent students of six instructors were randomly assigned to metacognitive focus or existing practice teaching conditions. Students receiving metacognitive teaching achieved higher performance ratings when compared with students receiving control instruction, even though practice time did not vary between groups. These results suggest that having students explicitly verbalize and reflect on their learning process produces more efficient practice and greater end performance. © 2011 John Wiley & Sons, Ltd.


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Item Type: Article
Status: Published
CreatorsEmailPitt UsernameORCID
Bathgate, M
Sims-Knight, J
Schunn, Cschunn@pitt.eduSCHUNN0000-0003-3589-297X
Centers: Other Centers, Institutes, Offices, or Units > Learning Research & Development Center
Date: 1 May 2012
Date Type: Publication
Journal or Publication Title: Applied Cognitive Psychology
Volume: 26
Number: 3
Page Range: 403 - 409
DOI or Unique Handle: 10.1002/acp.1842
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Refereed: Yes
ISSN: 0888-4080
Date Deposited: 23 Sep 2014 17:04
Last Modified: 02 Feb 2019 15:56


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